Shiraz Avl Project

8/4/2019 Shiraz Avl Project

1/38

1

EXECUTIVE SUMMARY

For over a century, education has remained largely unchanged. Classrooms

full of students deferring to the wisdom of an all-knowing teacher has, is, and

many believe, will continue to be the accepted mode of instruction. Despite

many technological advances and the introduction of new pedagogical

concepts, the majority of today's classrooms continue to utilize this traditional

mode. Educators have thrived in a bubble immune from advancements in

technology, but the increasing rate of change of these advances now look to

be threatening to burst this bubble. The world is changing -- it is getting both

smaller and bigger at the same time. Our world shrinks as technologies now

allow us to communicate both synchronously and asynchronously with peers

around the world. Conversely, the explosion of information now available to

us expands our view of the world. As a result of the ability to communicate

globally and the information explosion, education must change. Most

educators might not want to change, but the change is coming it is a matter

of when not if. The challenge is to prepare the children of today for a world

that has yet to be created, for jobs yet to be invented, and for technologies yet

undreamed. Similarly rural India still lack behind in terms of technological

advancement in education. The main emphasis of the study is to analyse the

implication of technology in education domain in rural India. Rural India has

a very long way to go to achieve a much needed change in education.


2/38

2

INTRODUCTION

INTRODUCTION TO THE SUBJECT

We have a place, all of us, in a long story, a story we continue, but whose end

we will not see. It is a story of a new world that became a friend and liberator

of the old. The story of slave-holding society, that becomes a servant of

freedom. That became a power that went into the world to protect but not

possess, to defend but not to conquer. It is the story of Indian society. WeIndians dare not to forget today that we are the heirs of that first revolution.

Let the word go forth from this time and place, to friend and foe alike, that the

torch has been passed to a new generation of Indians born in this century. We

want our citizens to adopt the value of satyam (Truth), Shivam (Love),

Sundaram (beauty) in their lives. For this we need to create a bridge between

culture and knowledge that is an accord between mind, body and deed. This

bridge will have to be on the pillars of education. The present system of

education in India, from the preschool stage to higher education, has been

imported from west in bits and pieces over the last 200 years. The overall

cultural context of Indian society and the cultural specialties of its varied

segments have been ignored by this system, with the result that it has never

been fully accepted by the people. It hardly needs to be pointed out that the

ecological inheritance, ethos and cultural commitment of Western societies

have been quite different from those of oriental societies. The climate, natural

environment, types of settlements, their historical evolution and the resultant

goals and occupations, and the life-views of these societies have always been


3/38

3

poles apart. This is the main cause of the continuing discord between

education and society in India. That educational systems are subsystems

inherent in any given social system and cannot be imposed from outside

without damage to the social fabric was realized by Mahatma Gandhi long ago.

In his speech delivered on 20 October, 1931 at the Royal Institute of

International Affairs, London, he lamented that the British administrators of

education had failed to notice the special characteristics of Indian culture

which had a tradition thousands of years old of education and instead of

taking hold of things as they were, they had begun to root them out. They

scratched the soil and began to look at the root, and left the root like that, andthe beautiful tree perished. The unrest which filled Gandhijis heart at the

sight of the mindless destruction of the vast network of literacy and

knowledge-gathering enterprise embedded in Indian culture was directed not

so much against individual officials but against the colonizing mindset which

always attempts to impose its own culture on a vanquished society. But this

view of the colonial educational system was neither understood nor shared by

many an educated Indian of those days. Gradually, however, this

understanding did dawn on Indian educationists, but by then the damage had

already been done. The imported system had created two new classes in

Indian society: the elite and the masses. The hybridized elite and the

conquered masses became two cultural groups in a continuous state of

conflict in the socio-economic and political fields. Efforts to cope with this

conflict have seriously told upon the peoples intellectual health,

Creative urges self-respect and self-confidence. This damage to the Indian

spirit has to be understood if a new educational era is to begin for the Indian


4/38

4

people and give them the strength to meet material and spiritual challenges.

The remedy was

Prescribed by Gandhiji: searching for cultural roots which have a refreshing

diversity along with a common bond forged over thousands of years, and

appreciating the beneficial aspects of other cultures with an open mind. Since

independence, the central and state governments have been expanding the

provision of primary formal and non-formal education to realize the goal of

Universalization of Elementary Education (UEE). The challenge now is to

sustain and develop current reforms in education and encourage local

planning as well as management of strategies for expanding and improvingthe primary education.Considering the immense potential of education to

change life of individual, effortshave been made to raise the level of literacy by

the governmental and nongovernmental Organizations in India. The role of

education as most important factor in the development of nation is universally

accepted. Any country, therefore, needs to accord a high priority to its

educational development and ensure its quality to produce the right king of

personnel required. Education in developing countries like India assumes a

far greater importance. It is also being increasingly realized that the existing

education and training of teacher leaves much to be desired. The Education

Commission has, therefore, rightly stressed the need and importance of the

quality of teacher educator, teachers, sufficient materials for the education,

environmentally sound location, pucca building, separate sanitation facilities,

and organized administration to provide calculative record service effectively

and so on.


5/38

5

INTRODUCTION TO THE INDUSTRY

The Indian education market has witnessed a series of developments and

changes in the last few years, which resulted in a significant increase in

market size of the education industry compared to previous years. The

present Indian education industry is in its development stage. With increasing

per capita income, national economic growth and enhanced technology it has

become necessary to develop the structure of the Indian education sector.

Private players have taken several initiatives for development of education

infrastructure and quality. The emergence of new segments like e-learning is

slowly shifting the education market towards new heights.

Indian education market consists of two segments formal and non-formal

education system. K-12 segment has shown tremendous increase in terms of

market growth and revenue from past years and is expected to grow at same

pace. Private professional institutes are expanding with a strong growth rate

which has opened the doors for foreign universities. There is tremendous

opportunity in the test preparation market in India. The growing IT industry

in India is driving IT education and training market as well as enhanced

teaching techniques. Increase in GDP and per capita Income has raised the

enrollment ratio in education sector. Growth in service sector revenues and

collaborations with foreign universities have also driven the sector's growth.

Educomp Solutions, Everonn Systems and NIIT, are the largest players within

the space. Educomp's smart class segment constitutes the largest percentage

share. In ICT segment, Everonn contributes major share in terms of revenue

growth. NIIT has tied up with various companies for providing training and

skill through e-learning.


6/38

6

Today education system in India can be divided into many stages.

Pre- Primary - It consists of children of 3-5 years of age studying in

nursery, lower kindergarten and upper kindergarten. At this stagestudent is given knowledge about school life and is taught to read and

write some basic words.

Primary - It includes the age group of children of 6-11 years studying inclasses from first to fifth.

Middle - It consists of children studying in classes from sixth to eighth. Secondary - it includes students studying in classes ninth and tenth. Higher Secondary - Includes students studying in eleventh and twelfth

classes.

Undergraduate - Here, a student goes through higher education, whichis completed in college. This course may vary according to the subject

pursued by the student. For medical student this stage is of four and a

half years plus one year of compulsory internship, while a simple

graduate degree can be attained in three years.

Postgraduate - After completing graduation a student may opt for postgraduation to further add to his qualifications.


7/38

7

Education Governing Bodies

The Central Board of Secondary Education (CBSE): This is the maingoverning body of education system in India. It has control over the

central education system. It conducts exam and looks after the

functioning of schools accredited to central education system.

The Council of Indian School Certificate Examination (CISCE): It is aboard for Anglo Indian Studies in India. It conducts two examinations

'Indian Certificate of Secondary Education' and 'Indian School

Certificate'. Indian Certificate of secondary education is a k-10

examination for those Indian students who have just completed class

10th and Indian school certificate is a k-12 public examination

conducted for those studying in class 12th.

The State Government Boards: Apart from CBSE and CISCE each statein India has its own State Board of education, which looks after the

educational issues.

The National Open School: It is also known as National Institute ofOpen Schooling. It was established by the Government Of India in 1989.

It is a ray of hope for those students who cannot attend formal schools.

The International School: It controls the schools, which are accreditedto curriculum of international standard.


8/38

8

Elementary Education

According to the Constitution of India, elementary education is a fundamental

right of children in the age group of 6-14 years. India has about 688,000

primary schools and 110,000 secondary schools. According to statistics two

third of school going age children of India are enrolled in schools but the

figures are deceptive as many don't attend schools regularly. At least half of all

students from rural area drop out before completing school. The government

has rolled out many plans to increase the percentage of elementary education.

The plans such as 'Sarva Siksha Abhiyan (SSA), District Primary Education

Program (DPEP), Operation Blackboard, Mid Day Meal have been successful togreat extent.

Sarva Shiksha Abhiyan (SSA)

The main goal of this program is that all children of 6-11 years of age should

complete primary education by the year 2007 and all children of 6-14 years of

age should complete eight years of schooling by 2010. This plan covers the

whole country with special emphasis on girl education and education of

Schedule Caste (SC) and Schedule Tribe (ST) children and children with

special needs. The SSA centers are mainly opened in those areas, which do not

have any school or where schools are very far off. Special girl oriented

programs include:

Girl education at elementary level. National Program for Education of Girls at Elementary Level (NPEGEL) Kasturba Gandhi Balika Vidyalaya (KGBV) Mahila Samakhya Scheme


9/38

9

District Primary Education Program

This program was launched in 1994 with the objective of universalization of

primary education. Its main features are Universal Access, Universal

Retention and Universal Achievement. It aims that the primary education

should be accessible to each and every child of school going age, once a child is

enrolled in school he/ she should be retained there. The final step is

achievement of the goal of education. The main components of this program

are:

Construction of classrooms and new schools Opening of non-formal schooling centers Setting up early childhood education centers. Appointment of teachers. Providing education to disabled children.

The program has been successful to the large extent as 1,60,000 schools and

84,000 alternative schools have been opened under this program. And work isgoing on for the construction of new buildings of 52,758 schools. 4,20,203

disabled students have been successfully enrolled into the schools.

Operation Blackboard

It was started in 1987-88. The aim of this program is to improve human and

physical resource availability in primary schools of India. According to this

program every primary school should have at least two rooms, two teachers

and essential teaching aids like blackboard, chalk, duster etc.


10/38

10

National Bal Bhavan

The National Bal Bhavan was opened with the aim of developing overall

personalities of children of all strata of society irrespective of their caste,

creed, religion and gender. It supplements school education by helping

children to learn in play way and natural environment.

Other important endeavors taken up by Indian government for the

development of education in India includes:

Navodaya Vidyalaya Samiti Kendriya Vidyalaya Sangathan Integrated Education for disabled children National Council of Educational Research and Training


11/38

11

INTRODUCTION TO THE COMPANY

SUNDARAM MULTI PAP LTD

The Company was incorporated on 13th March, 1995 with the Registrar of

Companies, Maharashtra, at Mumbai and the Certificate of Commencement of

Business was obtained on 10th April, 1995. Shri Amrutbhai P. Shah and Shri

Shantilal P. Shah promoted the Company. The Company took over the

partnership firm viz. Star line Industries engaged in the manufacture of

exercise note books, account books and other paper stationery products, withits assets, bank liabilities and business and the said promoters were the

partners of this partnership firm. The purchase consideration was fixed at Rs.

42,20,000/- and the same was paid by the Company through the issue of

4,22,000 Equity Shares of the Company of Rs. 10/- each, fully paid up, at par.

The Company made its maiden public offer of 1.8 million Equity Shares of Rs.

10/- each for cash at par aggregating to Rs. 18 million on 23rdFebruary, 1996

which was fully subscribed and obtained the listing of its Equity Shares on

Pune and Ahmedabad Stock Exchanges. In July 2005 the Equity Shares of the

Company were also listed on BSE.

At the start of the Company in the year 1995, the Company had a capacity of 5

tons per day of conversion of paper into paper stationery, which was

increased to 20 tons per day in 1998 with the addition of two German mademachines, to 50 tons per day in 2001 with the addition of one more unit of

manufacture, and to 60 tons per day in 2003 with the addition of one more

unit of manufacture. This therefore, is the current capacity of conversion of

paper into paper stationery of the Company .


12/38


13/38

13

on education as a proportion of GDP should touch 6%. However, it has not

gone beyond 3.9% till date. The 11th FYP stresses the urgency on this front

because the 86th Amendment to the Indian Constitution made free and

compulsory education, a fundamental right for all children in the age group of

6-14 years.

In the present era of globalization, liberalization and privatization, education

is viewed not only as an input to empowerment and social justice, but also as

being basic to the very survival of individuals and nations. This is where the

Sarva Shiksha Abhiyan {SSA} as an important objective of National Education

Policy {NEP} has addressed the need of providing elementary education and

the surveys show that 90% of rural population was served by primary schools

in 2002-03. Quality of education in terms of better educational attainment

levels is a thrust area for the next phase of SSA in the 11th FYP.

All this augurs well for the Company's business and its growth potential.

Emphasis on education brings with it the increasing need for producing and

supplying various learning materials and paper stationery products.

There are more than 600 pulp & paper mills in India, the total annual turnover

is around Rs. 15,000/- crore and between 2003-04 and 2007-08 this industry

grew at a CAGR of 9% and is estimated to grow at 8% over next five years. The

average global per capita consumption of paper is 52 klgs; while the Indian

average is 6 klgs. The continued economic reforms and emphasis on

eradication of illiteracy will fuel the growth in consumption of paper.


14/38

14

SUNDARAM EDUSYS PVT. LTD

The company strongly believes that without proper education it would not be

proper to be in business in globalized environment nor would it be proper for

the young brigade of our country to obtain meaningful job opportunities.

Therefore, the company has undertaken a new business vertical of creating a

radical form of imparting education through Virtual Class, revolutionary

software which will offer the entire syllabus of 1st to 10th standards of

Maharashtra Board to the English medium students to begin with and later on

to Marathi students as well. The market for this product is very large for

those companies who are able to give the best content of all subjects under

the Boards curriculum at the most affordable prices to the individual

students, schools and coaching classes. This business vertical is through

wholly owned subsidiary Sundaram Edusys Pvt. Ltd. and the marketing was

commencing from September, 2009 for the back to school 2010. This business

is expected to generate the total sales of around Rs. 50 crore in the first year

and is expected to cross 100 crores in the very second year of its operations.


15/38

15

INTRODUCTION TO THE PROJECT

For quite some time now, the lure of rural India has been the subject of

animated discussion in corporate suites. And there is a good reason too. With

urban markets getting saturated for several categories of consumer Goods and

with rising rural incomes, marketing executives are fanning out and

discovering the strengths of the large rural markets as they try to enlarge

Their markets. Today, the idea has grown out of its infancy and dominates

Discussions in any corporate boardroom strategy session. Rural India with its

traditional perceptions has grown up over the years, not only in terms of

income, but also in terms of thinking. The rural markets are growing at about

two time faster pace than urban markets, not surprisingly, rural India

accounts for 60 per cent of the total national demand. 'Go Rural' is the slogan

of marketing gurus after analyzing the socioeconomic changes in villages. The

Rural population is nearly three times the urban, so that rural consumers have

become the prime target market for consumer durable and non-durable

products, food, construction, Electronics, automobiles, banks, insurance

companies and other sectors Besides hundred per cent of agri- input products

such as seeds, fertilizers, Pesticides and farm machinery. The Indian rural

market today accounts for

Only about Rs 8 billion of the total ad pie of Rs 120 billion, thus claiming 6.6

per cent of the total share. So clearly there seems to be a long way ahead.


16/38

16

Similarly in educational products, rural India still lack behind. The

exploitation of marketers for their products have restricted to urban areas but

educational products like AVL concepts for students should not be limited

only for urban India. Modern technologies and advancements in education

should be introduced in rural areas which has a great potential.

The study conducted here was to know about the awareness level of AVL

concepts and other modern electronic resources used in the education

industry. Efforts were been made to understand the needs and wants of ruralconsumer and to know about the extent to which these modern resources are

implemented in the education field in rural areas. The indicative study

involved the research work with different tools and technique to gather the

data and information in an appropriate manner.


17/38

17

About Audio Visual Learning

The Importance of Audio Visual Materials in Teaching and Learning

Are you an auditory learner? If you listen to foreign language tapes or CDs

under your pillow at night before an exam, chances are, if you are an auditory

learner, you will do quite well on the test! Do you even know what kind of

learner you are? Perhaps, you are a combination of an auditory and visual

learner. Do you learn quicker if a kinesthetic approach is used? In other

words, are you a hands-on person? You probably learn by doing, rather

than passively listening. Children that are these types of learners, do very well

in Learning Centers that were prevalent in the 1960s and have come full-circle! Some educators think that they are a waste of time, where they like

whole group instruction better than breaking children into groups; regardless,

whether these centers are visible in the classroom or not, they might very well

be tactile/kinesthetic learners, even outside the classroom.

Do you have to be shown something repeatedly before you catch on? Can

you learn by merely reading directions? Reading does not make you a visual

learner; visually, you need to be shown. If students are given audio visual

materials in combination with visual stimulation, such as a video, they may or

may not learn better than if given just audio. Chances are that when they are

just listening, they will focus and use their imagination more, such as the task

of their listening to a story on tape, or an E-book, but the combination of the

two learning tools, audio and visual will enhance their learning, most of thetime.

Students will not only hear but also see and make a connection. They will

remember what they have seen and recall is so important. Collectively, the


18/38

18

audio visual learner will recall the words of songs? What implication is this

for life? That learner will remember phone numbers, formulas, and recall

names, with the latter being important in social and business situations. Since

auditory learners are good listeners, they generally work well in groups,

because they have the skill of explaining well to others. If that learning style is

combined with visual characteristics, then one style is used in conjunction

with the other. Mere visual learners often find it difficult to study; they may

not understand what concepts are and have difficulty in processing

information, therefore they must take notes. They have to copy, write, outline,

write spelling words in the air, have flash cards to be drilled, and watchvideos. It is important to understand how the visual learner learns in order to

understand how the auditory/visual learner absorbs information. When the

strategies above are used in conjunction with listening, recall is that much

easier; in fact, rote learning and drilling doesnt help them understand the

process in which they learn, but rather, the concept of using auditory skills

aides in their understanding. It is fine to memorize the periodic table or

multiplication tables when using auditory aides but the use of both styles

enables the auditory/visual pupil to make sense of it all.

Audio visuals are useful for most students, regardless of their learning

characteristics, when used together. Think of watching a movie and while

remembering the lines might not be prevalent to a discussion afterwards, the

concepts which the words were used as tools, would be highly effective andimportant. Merely using audio tools, while imagination is crucial, might

change the authors purpose in ones eye and the viewers perception,

substantially. Interpretation, separate from mere opinion, would wane, when


19/38

19

audio and visualization are coerced together. Transmitting and

communicating information would have a very different outcome.

First let us place visual learning in its proper context, learning as a whole. The

influential management and systems thinker pioneer Russel Ackoff suggested,

the most important contribution of a first rate 21st century education is not

content. It is that we acquire the capability to learn and are motivated to do so

throughout our lives, we are, by any objective standard, not doing a very good

job. In the developed world today, falling global competitiveness is blamed on

education [Karen Ward HSBC:2011 ], our schools, our universities, our tried

and tested auditory sequential systems are broken, no longer fit for purpose, a

relic of the 19th century [Ackoff]. It is through this lens that we should judge

the early pioneers attempts to use psychology to better our society. The great

promise of learning styles, we can prepare our population so they are better

able to internalize, reflect, boil down, apply and synthesize information from

many, many different sources over extended time frames. As a society, we can

do better. We must do better, and we will do better.

Although learning styles have "enormous popularity" and both children and

adults express personal preferences, there is no evidence that identifying a

student's learning style produces better outcomes, and there is significant

evidence that the widespread "meshing hypothesis" (that a student will learn

best if taught in a method deemed appropriate for the student's learning

style) is invalid.[2] Well-designed studies "flatly contradict the popular

meshing hypothesis".[2]

The studies flat contradiction fails by confusing practice and theory; for deep

background see [Linda Silverman, Thomas G West, Stephen Heppel]. The


20/38

20

popular meshing hypothesis as implemented by the study designers is much

too simplistic in both application and conception. If learning styles are to

become a true science of attention proper screening has to be introduced,

differentiated materials need to be prepared and communicated in multiple

mediums so the learning channels need to overlapped in the correct order.


21/38

21

OBJECTIVE

To study and analyse the awareness level of Audio

Visual Learning Concept in Rural Areas.


22/38

22

RESEARCH METHODOLOGY

Research methodology includes the following steps to carry out theproject under study.

Research approach: - Descriptive research approach has been

applied to this research study because it includes survey and fact finding

enquiries of different kinds. It helps to know the state of present affairs.

Type of Research: - Field Research is used in which Personal

Interview method is applied. In this method researcher used schedule

with open and closed questions

Data Source: - Primary data has been collected for the research

study.

Approach Instrument: - Primary data has been collected through

scheduled questionnaire framed for parents and Teachers.

Data Analysis: - Data analysis is based upon classification,

tabulation,

Type of Respondents: - To serve the objective of the study Rural

Area has been selected. The Area includes the Teachers and

Parents living in rural area.


23/38

23

SAMPLING DESIGN AND SAMPLE SIZE

Sample Size: -A sample of 100 respondents comprises 50% respondents

parents living in rural area and 50% teachers and professionals who has

school going children.

Sampling Procedure: - Stratified and Convenient sampling technique


24/38

24

LIMITATIONS

The study pertains to 6 villages of banaskantha district which may notbe representative of the whole population.

The respondents interviewed were of middle class segments in ruralareas who had some knowledge about education.

Respondents were not too keen to answer all the questions.


25/38

25

ANALYSIS AND FINDINGS

Q1) Does your child face problem in memorizing his/her studies?

Question no: 1 Respondents

YES 85

NO 15

INTREPRETATION: The analysis shows that 85% of the rural people accept

that their child face problems in memorizing their studies.

YES 85%

NO 15%


26/38

26

Q2) What type of learning your child enjoys?


Reading 4

Writing 26

Pictorial 70

INTREPRETATION: As per the study conducted in rural area, only 4% of thepopulation says that their child enjoys studies by reading. 26% were of the

opinion that their child enjoys writing and 70% has a strong believe that their

child enjoys studies when presented in a pictorial or diagrammatic manner.

READING 4 %

WRITING 26 %

PICTORIAL 70 %


27/38

27

Q2) Have you heard about the Audio Visual Learning Concept?


yes 48

No 52

INTREPRETATION: This analysis shows that 48% of the sample

population are aware about the AUDIO VISUAL LEARNING

CONCEPT.

Whereas 52% of the population is not aware about the concept. The

indicative study states that almost 50% of the rural population is

aware about the modern concepts and technology in education

domain.

YES 48 %

NO 52 %


28/38

28

Q4) How did you come to know about the Audio visual Learning

Concept?


Internet 13

Newspaper 22

Television 16

Friends/Relative/Associate 49

INTREPRETATION: The above chart talks about the source from where

the rural people came to know about the AUDIO VISUAL concept.

13% found it on INTERNET.

22% caught on NEWSPAPER.

16% saw on TELEVISION.49% came to know from their FRIENDS,

RELATIVES and ASSOCIATES.

0 10 20 30 40 50 60

FRriends/Relative/Associat

T.V 16 %

Newspaper 22 %

Internet 13 %


29/38

29

Q5) Do you think this Concept of learning is helpful for the students?


Yes 68

No 01

Maybe 31

INTREPRETATION: This diagram states that 68% of the population

accepts that this concept of AUDIO VISUAL LEARNING would be

helpful for the student. Whereas 31% feels that it May be helpful.

YES 68 %

NO 1 %

MAYBE 31 %


30/38

30

Q6) Do you think this concept would improve students performance


Yes 71

No 00

Maybe 29

INTREPRETATION: This figure states that 71% people agree that this

modern concept of learning would surely help students to improve

their academic performance.

0

20

40

60

80

YES 71 % NO 0 % MAYBE 29 %


31/38

31

Q7) Will you advise your child to adopt the concept of Audio Visual

learning?


Yes 88

No 01Maybe 11

INTREPRETATION: Here, 88% of the rural population were of the

opinion that they will advise their children to adopt this new

concept of learning.

And the percentage of people saying NO is only 1% which showshow rural people are keen about their children education.

020

40

60

80

100

YES 88 % NO 1 % MAYBE 11 %


32/38

32

Q8) How much are you willing to spend on such product?


5,000-10,000 86

10,000-20,000 13

More than 20,000 01

INTREPRETATION: Here a general question was addressed to the

respondents about their willing and affordability to pay for such

educational products.

86% of the rural population are ready to pay between 5,000 to10,000 for such products.

This proves that the rural India has the potential to pay if offered a

quality and useful product.

0

50

100

5,000-10,000

86% 10,000-20,00013% More than

20,000 1%


33/38

33

SUMMARY OF THE FINDINGS

o 85% of students are facing problems in their studies lack ofinterest.

o 70% students enjoy pictorial studies increases interest.o 52% people are not aware about the Audio Visual Learning

concept.

o 68% thinks Audio Visual Concepts would help to increase theinterest level of their children towards studies

o 71% think that student performance would improve using AudioVisual Learning concept.

o 88% would subscribe Audio Visual Learning kits for use by theirchildren.

Analysis proves that fifty percent of rural population are very muchaware about the Audio Visual Learning concepts . As 8/10 students face

problem their studies, Audio Visual Learning concept will be very

helpful in their studies. Maximum numbers of parents/teachers are

willing to buy this product and believes that it will help in improving the

performance of their child/students.

Audio Visual Learning Concept helps to generate higher interest amongthe students in the rural population (limited to the study conducted)

Rural population is keen to recommend and use Audio Visual LearningConcepts for the education of their children.


34/38

34

CONCLUSION

The outcome of the research study indicates that almost 50% ofthe rural population is not aware of Audio Visual Learning

concept.

The rural population has shown a great amount of interesttowards Audio Visual Learning Concept and is willing to adopt

such modern electronic resources in their life.

The indicative study states that the Audio Visual Learning conceptif launched in the rural market will prove to be good for

marketers and rural children.

Opinions and feedback of the untapped rural market suggests thatrural India has a great potential and are ready to upgrade

themselves in any domain.


35/38

35

RECOMMENDATIONS

Based on the indicative study, Government and other policymakers should explore encourage and promote the development

and use of emerging modern Audio Visual Learning concepts at all

levels of educations in rural areas.The cost of Audio Visual Learning concepts must be made

affordable for students and institutions in rural areas.

Till today, many of the rural markets in the context of educationare untapped, which the marketers can exploit in the best possible

manner.

The companies must provide training to teacher and studentsabout the use of Audio Visual Learning concept.

Companies should strive at their best to make the ruralconsumers aware about the pedagogical or educational concept.

The educational products have less competition in rural areas, sothe respective companies should start using the formula of GO

RURAL.

To increase the usage and acceptance of such Audio VisualLearning concepts in rural areas Power and Infrastructure needs

substantial development from the existing level.


36/38

36

ANNEXURE

Questionnaire for Audio Visual Learning Concept in Rural

Area.

Name:_______________________________________________________________________

Age:____________________ Gender:____________________

Occupation___________________________________________________________________

Q1) Does your child face problem in memorizing his/her studies?

Yes No

Q2) What type of learning your child enjoys?

Reading Writing Pictorial/Diagrammatic

Q3) Have you heard about the audio visual learning concept?

Yes No

Q4) How did you come to know about the Concept?

TV Magazine

Newspaper Internet

Friends/Relative/Associate

Other:_________________________________________________________


37/38

37

Q5) Do you think this concept of learning is helpful for the students?

Yes No May be

Q6) Do you think this concept would improve students performance?

Yes No May be

Q7) Will you advice your child to adopt the Concept of AUDIO VISUAL LEARNING?

Yes No May be

Q8) How much are you willing to spend on the product?

5,000 10,000 Rs. 10,000 20,000 Rs. More than 20,000 Rs.

THANK YOU


38/38

BIBLIOGRAPHY

http://snsvo6.seekandsource.com/sundarammultipap/

http://www.mapsofindia.com/india-education.html

http://www.ehow.com/about_5263298_audio-versus-visual-learning.html

http://schoolsupplies.lifetips.com/cat/60153/learn-about-school-software/index.html

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2578648/?page=3

http://articles.timesofindia.indiatimes.com/2011-04-19/ahmedabad/29446810_1_dropout-rate-

enrolment-schools-in-rural-areas

http://your-story.org/india-education-industry-demand-and-opportunities-229348/

http://www.sundaramgroups.in/

www.sundaramgroups.in/documents/Information%20memo.htm

http://www.e-class.in/
http://snsvo6.seekandsource.com/sundarammultipap/http://snsvo6.seekandsource.com/sundarammultipap/http://www.mapsofindia.com/india-education.htmlhttp://www.mapsofindia.com/india-education.htmlhttp://www.ehow.com/about_5263298_audio-versus-visual-learning.htmlhttp://www.ehow.com/about_5263298_audio-versus-visual-learning.htmlhttp://schoolsupplies.lifetips.com/cat/60153/learn-about-school-software/index.htmlhttp://schoolsupplies.lifetips.com/cat/60153/learn-about-school-software/index.htmlhttp://www.ncbi.nlm.nih.gov/pmc/articles/PMC2578648/?page=3http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2578648/?page=3http://articles.timesofindia.indiatimes.com/2011-04-19/ahmedabad/29446810_1_dropout-rate-enrolment-schools-in-rural-areashttp://articles.timesofindia.indiatimes.com/2011-04-19/ahmedabad/29446810_1_dropout-rate-enrolment-schools-in-rural-areashttp://articles.timesofindia.indiatimes.com/2011-04-19/ahmedabad/29446810_1_dropout-rate-enrolment-schools-in-rural-areashttp://your-story.org/india-education-industry-demand-and-opportunities-229348/http://www.sundaramgroups.in/http://www.sundaramgroups.in/http://www.sundaramgroups.in/documents/Information%20memo.htmhttp://www.sundaramgroups.in/documents/Information%20memo.htmhttp://www.sundaramgroups.in/documents/Information%20memo.htmhttp://www.sundaramgroups.in/documents/Information%20memo.htmhttp://www.e-class.in/http://www.e-class.in/http://www.e-class.in/http://www.sundaramgroups.in/documents/Information%20memo.htmhttp://www.sundaramgroups.in/http://your-story.org/india-education-industry-demand-and-opportunities-229348/http://articles.timesofindia.indiatimes.com/2011-04-19/ahmedabad/29446810_1_dropout-rate-enrolment-schools-in-rural-areashttp://articles.timesofindia.indiatimes.com/2011-04-19/ahmedabad/29446810_1_dropout-rate-enrolment-schools-in-rural-areashttp://www.ncbi.nlm.nih.gov/pmc/articles/PMC2578648/?page=3http://schoolsupplies.lifetips.com/cat/60153/learn-about-school-software/index.htmlhttp://www.ehow.com/about_5263298_audio-versus-visual-learning.htmlhttp://www.mapsofindia.com/india-education.htmlhttp://snsvo6.seekandsource.com/sundarammultipap/

Documents

Shiraz Avl Project